3 & Punc t uation Spelling, G rammar,
Teach e r ’s Book
Sara Wernham and Sue Lloyd
Formerly Teache r’s Book
Introduction
What is Spelling, Grammar, and Punctuation?
Spelling, Grammar, and Punctuation is a sixlevel program in Jolly Literacy that gives young students the skills they need to be confident readers and enthusiastic writers. It builds on the teaching in Jolly Phonics and has the same multisensory, active and fun approach. The systematic and cumulative syllabus enables students to spell and punctuate more accurately, use a wider vocabulary, and have a clearer understanding of how language works. Its structured approach is suited to whole-school, whole-class teaching but it also works well with individual students.
Each level provides material for 36 weeks’ teaching, with two lessons per week, one on spelling and one on grammar. These terms are used loosely and there is some overlap: punctuation, vocabulary development and dictionary work are among the areas covered in both spelling and grammar lessons. This is deliberate, as the two elements complement each other when combined. Teachers are free to teach other aspects of literacy during the remainder of the week, such as comprehension, group and individual reading, formal and creative writing, and handwriting practice. It is important to show the students how their spelling and grammar work relates to these areas. For instance, if they have recently learned about contractions, the student can be encouraged to spot any examples in the text they are studying, and to identify which letter(s) the apostrophe is replacing.
The most dramatic improvements to result from using Spelling, Grammar, and Punctuation will
be found in the student’s writing. In their first year at school, Jolly Phonics teaches the student to write independently by listening for the sounds in words and choosing letters to represent the sounds. This skill enables the student to write pages of news and stories and it is a joy to read their work and to see the pride and confidence they derive from their newly acquired skills. Jolly Literacy’s Spelling, Grammar, and Punctuation builds on this foundation over the next six years, with a carefully planned syllabus designed to develop the student’s writing skills. Gradually, the students become aware that they are writing for a purpose: that their words are intended to be read and understood. They learn that their writing is easier to understand if it is grammatically correct, accurately spelled, well punctuated and neatly written. The student also learn that if they use interesting words their writing can give real pleasure. Even in the early stages, it is valuable for students to have a simple understanding of this long-term goal.
Spelling, Grammar and Punctuation: Level 3
Level 3 of the program is designed to do the following:
• introduce new elements of grammar,
• teach new spelling patterns systematically,
• develop dictionary and thesaurus skills,
• improve vocabulary and comprehension,
• reinforce the teaching of the earlier levels, and
• extend and refine the students’ understanding of the grammar already taught.
It places particular emphasis on consolidating
Teaching Ideas for Spelling
Most students need to be taught to spell correctly and in each level, spelling is the main focus for one lesson every week. The spelling activities in Level 3 are designed to consolidate the students’ existing knowledge, introduce new spelling patterns, and review alternative spellings of the vowel sounds.
The students first learned to spell by listening for the sounds in a word and writing the letters that represent those sounds, and by systematically learning the spellings of key irregular, or “tricky,” words. After completing Jolly Phonics and Level 1, most students have a reading age of at least seven years and are starting to spell with far greater accuracy. As research has shown, students with a reading age of seven years or more are able to use analogy in their reasoning. This is a useful strategy for spelling. Students who want to write should, for example, might notice that the end of this word sounds very like that of a word they already know, such as would. They could then use the spelling of would to write should, replacing the ‹w› with ‹sh›. If the students are unsure of a spelling, they may be able to find it by writing the word in several ways (e.g. should and “shood”), and choosing the version that looks correct. If they have already encountered the word several times in their reading, they will probably be able to choose the right spelling. By introducing groups of spelling words that each feature a particular spelling pattern, the program encourages the students to think analogically. Level 3 reviews previously taught alternative spellings for the vowel sounds alongside introducing new alternative spelling patterns. This helps the students to consolidate and extend their learning. By this stage, the students need to learn the main ways of spelling
each of the vowel sounds and which words take which spelling. Level 3 covers the following spelling features, which are outlined in greater detail below.
1. Vowel Digraphs
2. Alternative Letter Sound Spellings
3. New Spelling Patterns
4. Silent Letters
5. Syllables
6. Identifying the Short Vowels
7. Spelling Rules
1. Vowel Digraphs
The vowel digraphs were introduced in Jolly Phonics and reviewed in Level 1. The focus in Levels 2 and 3 is on consolidating this learning. Vowel digraph is the term for two letters that make a single vowel sound. At least one of these letters is always a vowel. Often, the two letters are placed next to each other in a word: for example, the ‹ay› in hay and the ‹ew› in few. Two vowel letters are usually needed to make a long vowel sound. The long vowel sounds are the same as the names of the vowel letters: /ai/, /ee/, /ie/, /oa/, /ue/. Generally, the sound made by the digraph is that of the first vowel’s name. Hence the well-known rule of thumb: “When two vowels go walking, the first does the talking.” Sometimes, the long vowel sound is made by two vowels separated by one or more consonants. In monosyllabic words, the second vowel is usually an ‹e›, known as a “magic ‹e›” because it modifies the sound of the first vowel letter. Digraphs with a magic ‹e› can be thought of as “hop-over ‹e›” digraphs: ‹a_e›, ‹e_e›, ‹i_e›, ‹o_e›, and ‹u_e›. Once again, the sound
hope
they make is that of the first vowel’s name; the “magic ‹e›” is silent. Students like to show with their hands how the “magic” from the ‹e› hops over the preceding consonant and changes the short vowel sound to a long one.
The hop-over ‹e› digraphs are an alternative way of making the long vowel sounds, and are found in such words as bake, these, fine, hope, and cube. The students need to be shown many examples of hop-over ‹e› digraphs. It is possible to illustrate the function of the magic ‹e› in such words by using a piece of paper to cover the ‹e›, and reading the word first with the magic ‹e›, and then without it. For example, pipe becomes pip without the magic ‹e›; hate becomes hat; hope becomes hop; and late becomes lat. The students may like to do this themselves. It does not matter if, as in the late/lat example, they find themselves producing nonsense words. The exercise will still help them to understand the spelling rule. When looking at text on the board or in big books, the students can be encouraged to look for and identify words with a magic ‹e›.
Although hop-over ‹e› words are generally quite common, there are only a few words with the ‹e_e› spelling pattern. Examples include: these, scheme, and complete. Words with an ‹e_e› spelling are not only rather rare, but often quite advanced. For this reason, the ‹e_e› spelling is not made the focus of a whole lesson until Level 3.
2. Alternative Letter Sound Spellings
Students who have learned to read with Jolly Phonics are used to spelling new words by listening for the sounds and writing the letters that represent those sounds. This skill enables the students to spell accurately the many regular words that do not contain sounds with more than one spelling, words like hot, plan, brush, drench, and sting. However, words like train, play, and make present a problem for spelling. All three words feature the same vowel sound: /ai/, but in each case it is spelled differently. The table below shows the first spelling taught for each sound and the main alternatives introduced.
First spelling taught
Alternative spellings for sound
Examples of all spellings in words
‹ai› ‹ay›, ‹a_e› rain, day, came ‹ee› ‹ea›, ‹e_e› street, dream, these ‹ie› ‹y›, ‹i_e›, ‹igh› pie, by, time, light
‹oa› ‹ow›, ‹o_e› boat, snow, home
‹ue› ‹ew›, ‹u_e› cue, few, cube
‹er› ‹ir›, ‹ur› her, first, turn
‹oi› ‹oy› boil, toy
‹ou› ‹ow› out, cow
‹or› ‹al›, ‹au›, ‹aw› for, sauce, talk, saw ‹air› ‹are›, ‹ear› hair, care, bear
‹k› ‹ck› park, cricket
‹f› ‹ph› fin, photo
‹s› “soft ‹c›” sit, cycle
‹j› “soft ‹g›” jam, gymnast
‹w› ‹wh› wig, whale
The main alternative vowel spellings were introduced in Jolly Phonics and then reviewed in Levels 1 and 2, and should be familiar to the students. The alternative vowel spellings are what makes English spelling difficult and it is very important to consolidate this teaching. This can be achieved by reviewing the spelling
Spelling and Grammar Lessons
For each lesson, there is an activity page in the Student Book for the students to complete and an accompanying lesson plan in the Teacher’s Book. The recommendations in the teacher’s lesson plans are intended to be followed systematically. However, if a suggestion seems inappropriate for a particular class situation, it can of course be adapted to suit. Each lesson plan also features a reduced copy of the relevant activity page in the Student Book. It can be helpful to refer to this prior to, or during, the lesson.
Grammar Lessons
Each grammar lesson has its own particular focus and the lesson plans vary accordingly. Despite this, the grammar lessons all follow the same standard format, which helps to give them a recognizable shape. The format of the grammar lessons is as follows.
a. Objective
b. Introduction
c. Main Point
d. Activity Page
e. Extension Activity
f. Finishing the Lesson
Spelling List Read the spelling words with the students, blending and sounding out each word in the list. All of the basic digraphs reviewed above are in the spelling list. Call them out and ask the students to find and highlight them. Explain the meanings of any unfamiliar words. Ensure that the stu-dents re-
Grammar: Using a Dictionary
Objective
• Review putting words that start with the same letter into alphabetical order.
• Review using a dictionary to find the correct spelling and meaning of a word.
Introduction
• Review the alphabet in the four dictionary groups.
• Review putting words into alphabetical order.
• Write some words onto pieces of card: for example, break, broom, brush, or Sunday, sunflower, sunrise
• Choose three students to hold up the words.
• Ask the students to arrange themselves so that the words are in alphabetical order.
Main Point
• Remind the students that a dictionary has two main uses: it tells us how words are spelled, and it tells us what they mean.
• One way to check a spelling is to sound out the word, write down the different ways it could be spelled, and see which spelling looks right.
• Ask the students how the word fleece might be spelled and write their suggestions on the board (e.g. flees, fleas, fleece, fleace). They may need to be prompted on the alternative spellings of the /ee/ sound and the use of soft ‹c›.
• Go through the suggestions with the students and, together, decide which one looks right. With the students, check whether this is the spelling in the dictionary. If not, ask the class which is the next most likely spelling and so on. When the correct spelling is found, read out the meaning of the word.
• You may also want to explain that most dictionaries have a limited number of words, so it is possible that a word cannot be found there. If the students check all likely spellings and cannot find the word, they may need to look in a bigger dictionary.
Activity Page
• The students look at the groups of words at the top of the page. For each group, they decide which word would come first, second, and third in the dictionary. They write 1st, 2nd, or 3rd beside each word.
• Next, the students look at the words underneath the pictures. If they think a word is spelled correctly, they look it up in the dictionary and check that they are correct.
•
• If they think a word is spelled wrongly, the students write what they think is the correct spelling underneath. They look up this spelling in the dictionary and mark the word with a check if it is correct.
• Finally, the students look up the two words, fern and llama They read the meaning of each word and copy the definition onto the lines. Then they illustrate each word in the
Extension
Finishing
Activity Page The students put the words from
Spelling Lessons
The spelling lessons all follow the same basic format:
a. Spelling Test
b. Review
c. Spelling Point
d. Spelling List
e. Activity Page
f. Dictation
g. Extension Activity
Many teaching points are common to all of the spelling lessons, so these are explained in further detail on the following pages.
a. Spelling Test
Six pages have been provided at the back of the Student Book for the students’ spelling tests (pages 74 to 79). Start by telling the students to turn to the back of their books and find the space for that particular week’s spelling test. Call out the words one at a time for the students to write on the lines. Repeat each word twice, giving the students just enough time to write each word before moving on to the next one. The words can be called out in the same order as they appear in the list, but it is best if they are called out in a random order. Those students who are finding it difficult can be given fewer words to learn.
b. Review
Each lesson should start with a short review session. To begin with, the review sessions concentrate on the five vowel letters, specifically their short and long sounds and their main alternative spellings. This can be carried out using “vowel hands” (see pages 23 to 24, Identifying the Short Vowels) and either flashcards or the Jolly Phonics Alternative Spelling Poster. Over the course of the year, teachers can add
other areas to these review sessions, including the spelling patterns introduced or reviewed in recent lessons. A list of suitable words is suggested, which can be written on the board and discussed with the class.
c. Spelling Point
A number of the spelling lessons in Level 3 introduce a completely new spelling pattern. However, the majority of the lessons are concerned with refining the students’ spelling ability by reviewing the alternative spellings covered so far and by introducing further alternatives. There is a particular focus on expanding and consolidating the students’ knowledge of the vowel sounds and their many alternative spellings. The students learn that the single vowel letters can also make the long vowel sounds, as in the words taste, secret, child, only, and menu. It is a good idea to compile a list of words for each spelling pattern with the students. The table below provides a small number of suitable words, which can be used as a starting point.
2. Digraphs toothbrush, slither, short, boiling, argue, quail, cheek, throat, sprout, tied, shook
4. ‹ai›, ‹ay›, ‹a_e› afraid, brainstorm, maintain; stingray, away, holiday; imitate, amaze, mistake
6. ‹ee›, ‹ea›, ‹e_e› beekeeper, chimpanzee, creep; eager, peanut; feast; trapeze, extreme, delete
8. ‹ie›, ‹y›, ‹igh›, ‹i_e› butterflies, cried, lie; dragonfly, deny, flying; thigh, might, higher; crocodile, life, invite
10. ‹oa›, ‹ow›, ‹o_e› coast, hoax, throat; marshmallow, burrow, growth; suppose, broke, spoke
12. ‹ue›, ‹ew›, ‹u_e› valued, clues, glued; fewer, newest, jewels; perfume, confused, includes
14. ‹e_e› millipede, centipedes, incomplete, completes, competes, theme, evening
16. ‹n› saying /ng/ plank, chipmunk, drinking, thank, chunk, blink, bunk, shrank, shrinking
18. ‹ce›, ‹ci›, ‹cy› celebrate, century, places; acidic, pencil, velocity; literacy, bouncy, fancy
20. ‹ge›, ‹gi›, ‹gy› forgery, charge, urgent, ginger; agile, logic, original; apology, allergy, dingy
Spelling: ‹ie›, ‹y›, ‹igh›, and ‹i_e›
Spelling Test
• The students turn to the backs of their books and find the column labeled Spelling Test 3.
• In any order, call out the spelling words learned last week. The students write the words on the lines.
Review
• Use the “vowel hand” (see page 23) to review the five vowel letters and their short and long sounds (/a/, /e/, /i/, /o/, /u/ and /ai/, /ee/, /ie/, /oa/, /ue/).
• Review the main alternative spellings for the long vowel sounds: ‹ai›, ‹ay›, ‹a_e›; ‹ee›, ‹ea›, ‹e_e›; ‹ie›, ‹y›, ‹igh›, ‹i_e›; ‹oa›, ‹ow›, ‹o_e›; ‹ue›, ‹ew›, ‹u_e›. This can be done with flashcards or with the Alternative Spelling Poster.
Spelling Point
• Review the main ways of writing the /ie/ sound and write them on the board: ‹ie›, ‹y›, ‹igh›, ‹i_e›.
• Ask the students to suggest words for each alter-native spelling. If they suggest a word with another spelling of the /ie/ sound (e.g. ‹i› as in child), make another list on the board.
Spelling List
• Read the spelling words with the students, blending and sounding out each word in the list.
• With the class, identify the letters making the /ie/ sound in each word. The students highlight the letters and put the long vowel mark over them.
• Explain the meanings of any unfamiliar words.
• Point out that the word alright only has one ‹l›, and that lightning only has ‹n› before the ‹ing› whereas frightening has ‹en›.
• The plural word flies follows the spelling rule of replacing ‹y› with “shy ‹i›” before adding ‹-es›.
• It may help the students to remember which alternative spelling to use if the words are put together in a silly sentence: for example, I’m highly delighted as the lightning is frightening, alright?
Activity Page
• The students find the words from the spelling list in the word search and work out which word is missing (asylum).
3. Can the sharp knife cut the plywood? life high flies spying dive tied dryer tried alright firework alive delight describe asylum lightning frightening butterfly pantomime
• Next, the students use a dictionary to look up the words in the dice. They read each definition and write the page numbers in the boxes.
• Finally, the students parse the sentences, underlining each part of speech in the correct color.
• Granny makes a tasty pie
The brave knight swiftly rescued the princess The black and white magpie flies in the blue sky.
Dictation
• Provide a sheet of paper for each student and dictate the sentences below. Remind the students that the third sentence needs a question mark.
1. The piebald horse did not like flies.
2. I might have a ride on my bike.
Extension Activity
• Write the main /ie/ spellings on the board: ‹ie›, ‹y›, ‹igh›, and ‹i_e›. In their Spelling Word Books, the students make a list of words for each particular spelling.
• The students can then do the same for any other alternative spellings of the /ie/ sound.
Grammar: Verbs Ending in ‹-y› (and
Objective
• Refine the students’ knowledge of how a verb ending in ‹y› forms the third person singular.
Introduction
• Review the personal pronouns and their actions.
• (I: point to yourself; you: point to someone else; he/she/it: point to a boy/a girl/the floor; we: point in a circle, including yourself and others; you: point to two other people; they: point to the class next door.)
• Remind the students that the first you is singular and the second is plural.
• Choose a regular verb and conjugate it aloud with the students (e.g. I cook, you cook, he/she/it cooks, we cook, you cook, they cook), doing the pronoun actions together. Then conjugate the same verb in the simple past tense (I cooked, you cooked, and so on) and the simple future (I shall cook, you will cook, and so on).
Main Point
• Remind the class that when I, you, and he/she/it are put before a verb, they are called the first, second, and third person singular. Similarly, we, you, and they are the first, second, and third person plural.
• Remind the students that when they conjugate a regular verb in the present tense, they must add a suffix to the verb root to make the third person singular. This is usually ‹-s› (e.g. he/she/it cooks), but can sometimes be ‹-es›, depending on how the verb root is spelled:
-If the verb root ends in ‹sh›, ‹ch›, ‹s›, ‹z›, or ‹x›, add ‹-es› (e.g. he brushes, she munches, it hisses, it fizzes, she fixes). This idea should be familiar to the students as the same rule applies to making plural nouns.
-If the verb root ends in a ‹y› that is immediately preceded by a consonant, replace the ‹y› with ‹i› before adding ‹-es› (e.g. dry becomes dries). Other such examples include: to apply, to bury, to copy, to defy, to deny, to empty, to envy, to ferry, to fly, to fry, to identify, to imply, to marry, to pity, to pry, to rely, to satisfy, to vary.
-However, if the verb root ends in a ‹y› that is immediately preceded by a vowel, simply add ‹-s› (e.g. stray becomes strays). Other such examples include: to betray, to decay, to delay, to obey, to pray, to toy.
Explain that extra care needs to be taken when writing the third person singular of verbs ending in ‹y›. The students will not be able to tell which suffix to use by listening to the word; they have to use the spelling rules.
the Third Person Singular)
Activity Page
• The students write inside the outlined word Verbs, using a red pencil.
• They look at each verb in turn and write it in the third person singular of the simple present tense, remembering to apply the appropriate spelling rule (he tries, she worries, she destroys, and so on).
• Next, they choose one of the verbs from the clouds and conjugate it in the past, present, and future, at the bottom of the page.
Extension Activity
• The students conjugate another verb ending in ‹y› in the past, present, and future.
• They draw a picture to illustrate their verb.
Finishing the Lesson
• Read through the page with the students and check their answers.
Spelling, Grammar, and Punctuation is a six-level program that gives young students the skills they need to be confident readers and enthusiastic writers. It builds on the teaching in Jolly Phonics and has the same multisensory, active, and fun approach. The systematic and cumulative syllabus enables students to spell and punctuate more accurately, use a wider vocabulary, and have a clearer understanding of how language works.
Each Teacher’s Book in the series
• Is a comprehensive resource for teaching spelling, grammar, and punctuation with the Student Books.
• Offers a wealth of practical advice and step-bystep lesson plans for the academic year.
• Systematically reinforces the learning so that no one is left behind.
• Introduces complex grammatical concepts in an engaging and child-friendly way.
• Teaches new spelling patterns, supports a greater understanding of sentence structure, expands vocabulary and comprehension, and cultivates dictionary and thesaurus skills.
To see the full range of Jolly Literacy products, visit our website at www.jollylearning.com
© Sara Wernham and Sue Lloyd 2013 (text)
© Lib Stephen 2013 (illustrations)
Cover illustrations by Laia Capdevila 2024
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ISBN 978-1-83582-221-0
Reference: JL2210
American English Edition